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ERIC Number: EJ1007072
Record Type: Journal
Publication Date: 2013
Pages: 14
Abstractor: As Provided
Reference Count: 23
ISBN: N/A
ISSN: ISSN-1499-6677
Are They Climbing the Pyramid? Rating Student-Generated Questions in a Game Design Project
Siko, Jason Paul
Canadian Journal of Learning and Technology, v39 n1 Win 2013
Researchers have examined the use of homemade PowerPoint games as an instructional technique to improve learning outcomes. However, test data have shown no significant difference in performance between high school chemistry students who created games and students who did not (Siko, Barbour, & Toker, 2011). One of the justifications for the use of the games is that students will, with practice, write higher-order questions when constructing the games. Two subject matter experts rated over 2,500 questions from games created by students in an environmental chemistry class through thematic analysis using Bloom's taxonomy as a coding scheme. The students wrote primarily recall questions, and students who created games on two occasions did not write more questions than students who only created games once. This suggests that changes to the question-writing aspect of the game project may be necessary in order to see improvements in achievement when compared to control groups. (Contains 3 tables and 4 figures.)
Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A